Providing Web-based Support for Families of Infants and Young Children With Established Disabilities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Infants and young children with established disabilities have significant problems across various domains of development. As a consequence, their parents may face various challenges and difficulties in parenting (M. J. Guralnick, 2004). During the years of infancy (or from the time of diagnosis) and throughout early childhood, parents often have continuing needs to obtain information, identify services for their child, and receive emotional support related to issues with which they are coping. Recently, the Web has become a major source for obtaining information and support, and it has been suggested that the Internet may be utilized to provide information and support to families as a valuable and convenient supplement to face-to-face service provision. This article discusses the advantages and disadvantages of Internet use for parents of children with disabilities, the implications of parents' Internet use for early intervention professionals, and recommendations for professionals interested in developing Web sites to provide information and support to parents.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it